HOT SCHOOLS SUMMER INSTITUTE

JULY 14 –18, 2014Wesleyan University, Middletown, CT

“...five of the most important days in an educator’s year!” are justaround the corner. The 21ST Annual Higher Order Thinking SchoolsSummer Institute is a nationally acclaimed, weeklong residentialconference packed with renowned speakers, interactive workshops,performances and sequential learning tracks. This year’s theme:THERE IS NOTHING COMMON ABOUT OUR CORE highlights the theory, strategies and practices at the HOT Schools program’s core.

While our nation’s educators are abuzz with reactions to CommonCore State Standards (CCSS) – HOT educators are finding that by engaging in the HOT Approach ­ strategically linking learning in thearts to learning across the curriculum ­ their students are motivatedand engaged in deep learning of all subject matter, higher orderthinking, creativity and teamwork, and they are well equipped tomeet lofty goals set by CCSS.

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HIGHER ORDER THINKING SCHOOLS

Sea Tea Improv will appear at the 21ST Annual HOT Schools Summer Ins"tute.

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INSIDE THIS  ISSUE

HOT Schools Summer Ins"tuteJuly 14–18, 2014Bonnie Koba

Construc"ng a Wall of Connec"onsCalob Cooper & Nicole Masciana

We’re Luckier: A Teaching Ar"st’s ViewLeslie Johnson

HOT Resources

Build a Professional LearningNetwork (PLN) on Twi$erAmy Traggianese

Being a HOT SchoolLiya Jose

Integrated Day Charter & The Quality of JoyDoe Boyle

strong arts arts integration democratic practice

CLICK TO REGISTER ONLINEhigherorderthinkingschools.org

Lincoln Middle Schools students constructed a wall of connec!ons inspired by worldwide events.

create their “rock” that would later come to­gether to build the wall. Students could write ajournal entry as a character from the novel,sketch an important scene or symbol, or theycould use technology to create a collage or Wor­dle (internet­based website for digital collaging).Students were also given a free choice option tocreate something of their own. They completedtheir projects on paper in the shape of a rock.When they were finished, the rocks were assem­bled onto a long roll of paper to build the wall.

The students’ work was so inspiring that teachersdecided to continue the wall project into the nextunit: Martin Luther King, Jr. Students created another rock and added it to the wall.

Then, in an attempt to take this project to aworldwide level, Miss Masciana and Mrs. Noonanhad a group of accelerated students research information about four different walls from

Lincoln Middle School is Meriden, Connecticut’sonly Higher Order Thinking (HOT) school. The HOTApproach is evident in this arts integrated lessonwhich promoted creative problem solving and stu­dent collaboration. Students were provided withthe resources and time to learn and respondthrough the arts.

Eighth grade students at Lincoln Middle Schoolread the novel The Secret Life of Bees by SueMonk Kidd. In the story, a character mentions theWailing Wall in Jerusalem and how it is a place forpeople to pray and release their worries and trou­bles. The novel inspired two Integrated LanguageArts (ILA) teachers and their students to createtheir own Wailing Wall in which students wouldrelease their worries into the wall much like thecharacter in the novel.

Miss Nicole Masciana and Mrs. Martha­Anne Noonan (both grade 8 ILA teachers) came up withthe idea to make a team Wailing Wall. The students were given several options in order to

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Constructing a Wall of Connections

It’s 6:00am. My car is loaded with art prints, musical instruments, books, a CD player, aportable microphone system and props. My bigblack bag is stuffed as usual, with pencils, poetry,art supplies, flash drives, scratch­n­smell stickersand a couple of vanilla PowerBars. As my travelcoffee mug steams in the cup holder, I punch inthe day’s destination on my GPS. And no matterhow long the drive ahead of me, I feel a surge of excitement as I envision the day to come—learning and laughing and creating with studentsthrough the arts. When it comes to rewardingwork, there is only one thing better than begin­ning another day as a Teaching Artist: and that’swhen my destination is a Connecticut HOT school.Almost twenty years ago, when I signed up for myfirst HOT Schools Summer Institute, little did I know that the HOT Schools program would lead to the most rewarding work of my TeachingArtist career.

My most recently completed HOT SchoolsTeacher/Artist Collaboration (TAC) is a case inpoint. Our topic was endangered species, and theStrong Arts component of the TAC was creativewriting. During our planning meetings, the teach­ers and I decided our objectives would be to increase the students’ science knowledge on thetopic while also building English Language Arts(ELA) skills and confidence in public presentation.When I arrived for my first day, the students werealready excited about our project. Each studenthad selected one endangered animal on which tobecome an expert and they were raring to go. Iwasn’t surprised; after all, this was a HOT school,and their HOT school teachers’ enthusiasm wascontagious!

This TAC was full of anecdotes that show thepower of learning through the arts. One day whenwe were working on fictional animal folktales, I noticed Tyler slouched in his seat, his hand rest­

ing limply on his motionless pencil. He liked hisfolktale idea, “How The Panda Got Its White Fur,”but was stuck on the middle. I asked him to tellme something he knew about pandas. He said,“They like bamboo.” I wondered out loud whatbamboo actually looked like and how pandas ateit. Tyler answered, “I have no idea.” I talked withTyler for a little while about how, when I’m working on my own fictional stories, I often use research and facts to give me ideas. He nodded,and his teacher helped him get started with a newresearch source online about bamboo forests andpandas. I moved on to work with other studentsand when I glanced back at him I could see himleaning forward with intensity, absorbing the images and text on his computer screen, thenbriskly writing away. I could see it: he’d found hisidea, and now he was running with it.

Tyler resolved his story plot (Peter the stubbornPanda insisted on climbing to the top of the tallestbamboo tree in the forest to reach the very bestleaves and stayed up there eating so long that theclouds stuck to his face and stomach), and in theprocess he learned facts about why pandas haveto eat so much bamboo every day (40 pounds!)and how deforestation has contributed to thepandas’ endangered status. As so often happens with arts integration, the artistic process motivated his desire for curriculum content

We’re Luckier: A Teaching Artist’s View

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Leslie Johnson and students during a TAC

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HOT Resources

CURRICULUM 21Essen!al Educa!on for a Changing World

Heidi Hayes Jacobs

What year are you preparing yourstudents for? 1973? 1995? Can youhonestly say that your school's cur­riculum and the program you use arepreparing your students for 2015 or2020? Are you even preparing themfor today? With those provoca"veques"ons, author and educator HeidiHayes Jacobs launches a powerfulcase for overhauling, upda"ng, andinjec"ng life into the K­12 curriculum.

www.barnesandnoble.com

Build a Professional LearningNetwork (PLN) on Twitter

All right, I admit it. I am a Twitterholic. As I check my Twitter feedthese days, I’ve been thinking and reflecting: How did I get to thispoint in my professional growth using Twitter for PD? How could I learn so much online?

Fall 2011 I attended a Twitter for PD session at an educationaltechnology conference. The presenter spent most of the timetelling us about how she had her students tweet in class on iPodtouches. I didn’t get it. The next day I created a Twitter accountand sent my first tweet to a friend. I played around with it a bitbut did not understand how this was going to work for me. I followed my 21­year­old son, a few museums and a few friends.Twitter was not very exciting at this point.

2012 I had a discussion with my son. “So what is with this Twitterthing? I still don’t get it!” He told me I could get local and worldnews more quickly on Twitter. Hmmm. I followed some local news stations. I used Twitter for news updates successfully through a few severe storms which produced power outages we endured for up to a week! “Ok,” I thought, “maybe Twitter can beuseful.”

Winter 2013 I did not use Twitter at all as I still thought of it as apoor use of my time.

Spring 2013 I was lucky enough to be one of fourteen teachers in my school to be given an iPad. And Iremembered something from that 2011 Twitter for PD session. Didn’t that presenter say that I couldlearn from others with Twitter? It was time to go online and figure out how to do it.

Having my own iPad also prompted me to start using the shared student iPad cart. My students usedWixie, an online, cloud based program to draw and save their drawings. We had to use this program because there was no other way to get student work off of the shared iPads. We were sharing devicesthat were not meant to be shared, and email was disabled. I needed to research ways to remove studentwork easily. Why have students create something if they can’t get it off of the device?

Summer 2013 I looked for educational technology experts online and followed them on Twitter. I learnedthat effective technology integration is achieved when it supports curricular goals. I discovered how to

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Alco! Elementary SchoolWolco!

Columbus Magnet SchoolNorwalk

Gaffney Elementary SchoolNew Britain

High School in the CommunityNew Haven

Integrated Day Charter SchoolNorwich

Jack Jackter Intermediate SchoolColchester

John C. Daniels SchoolNew Haven

John Lyman Elementary SchoolMiddlefield

Kinsella Magnet SchoolHar"ord

Lincoln Middle SchoolMeriden

Mar#n Elementary SchoolManchester

Pleasant Valley Elementary SchoolSouth Windsor

Samuel Staples Elementary SchoolEaston

Worthington Hooker SchoolNew Haven

HOT SCHOOLS DIRECTORY

Being a HOT School

Here at Martin Elementary we are a HOT school which stands forHigher Order Thinking. We learn through the arts so that means wehave Informances, Enhanced Curricular HOT Opportunities (ECHOs)and Town Meetings. These exciting events help us learn through thearts and get our brains working. I think that they are fun. We get towatch and learn through art, music, acting and other forms of art.

Every month we have something called Town Meeting. It is whereeveryone gets together in the gym. Each grade goes on stage anddoes a performance about what they’ve been learning about recently. It can include acting, singing and movement. Twice a monthwe also have ECHOs. There are 21 different choices and every

student gets put into an ECHO. There are about 15 kids in eachgroup. Each group has a subject that they work with. For example,“Art with a Heart,” “Student Council” and “A Helping Paw.” “A Helping Paw” makes things and does activities to help animals. Wealso have performances in addition to ECHOs and Town Meetings.

At Student Council we are working on the Heifer Project. It is anorganization that works on ending hunger and poverty through giving animals to families in need in other countries. We raise moneyto buy animals that the Heifer Project can give to families. This year,we have raised about $651.

Being a HOT school means that we learn through the arts and that’sfun! We get to act, sing, dance and enjoy the arts through learning.I like Martin’s being a HOT school!

Bonnie KobaDirector

Amy GoldbasAssociate Director for Programming

Christopher EavesAssociate Director for Professional Development

Next Issue: L’Ana Burton’s HOT moves

Mar$n Elementary students explore ma!ers of the heart during an ECHO.

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In a long, trim, red­brick factory building tuckedneatly on a bluff on the eastern banks of theThames River in Norwich, the Integrated Day Charter School (IDCS) houses more than 300 fabulously lucky schoolchildren who all argue thattheir school is both HOT HOT HOT and the coolestplace ever. Once, this factory produced Thermosbottles; now, it produces some of the happiest and most productive students in the state of Connecticut.

An independent charter school within the Norwichpublic school system, IDCS has long embraced passionate and practical philosophies about alter­native education. But recently, with fifteen yearsof success behind them, IDCS was designated aHOT School by the Connecticut Office of the Arts,an honor that recognized its noteworthy arts andcontent integration, the democratic quality of itsschool environment, and its focus on artsresidencies. The first charter school in the state tobe named a HOT School, this distinction, bestowedin 2011–12, provided IDCS with an increase in arts residencies, exceptional opportunities for professional development, and support forTeacher/Artist Collaborations (TACs).

Arts Everywhere, All the TimeSo what does this all look like? Well, it looks likeHOT STEAM rising—merry molecules of HigherOrder Thinking skills rollicking and rolling just likethe steam that, early in the twentieth century,drove the machinery of this factory. Now, the 21ST

century engine that pushes nearly every activity

in these bustling halls is STEAM: Science, Tech­nology, Engineering, Art, and Mathematics. Theseare everywhere at IDCS—and they are evident inthe form of the student art that fills every walland table.

But art is not just on the flat surfaces of IDCS. Itdangles from girders and pipelines and readinglofts; it blossoms in the school gardens, and itglistens in mosaics crafted from glass beads andpolished stones. It beams from the smiles on student­made heritage dolls in teacher CorinneMcOmber’s grades 1 & 2 class. It spins in hand­crafted pinwheels, and it grins from painted facemasks. In “auto­biodoodles” that celebrate theindividuality of each and every student in a classof 7th and 8th graders, it charms the heart ofevery visitor. Truly, no space is unadorned. Every­where the visitor looks, art is the means by which student learning is measured, documented, and celebrated.

No signs of quiet conformity quell the swirl of energy here. IDCS produces young scholars whomaster rigorous academic content with joy andenthusiasm. In its art room, guided nearly invisibly by the gentle hand of teacher Deb Griffith, student Luke Briggs balances a palette of hand­mixed colors as he paints tall panels ofscenery for an upcoming production of TreasureIsland. His classmate, working nearby on a personal research project that is one of the hallmarks of the school, says that she can set her

Integrated Day Charter & The Quality of Joy

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2014 HOT Schools Summer Institute continued

around the world: The Wailing Wall in Jerusalem,The John Lennon Peace Wall in Prague, The Viet­nam Memorial Wall in Washington, DC, and TheWishing Wall at the House of the Virgin Mary in Turkey. These students summarized their research, added photos, and these projects werealso posted on the team wall.

To wrap up the wall project, teachers planned aday for a closing reflection. Together with theirstudents, they reviewed the information abouteach of the four special walls, had students walkaround and examine their team wall, write abouttheir reactions to seeing the wall, and reflect onthe novels that inspired it. Then, students weregiven two slips of paper. On one, students wereasked to write down a wish or worry that theyhad. On the second, to write about one of theirheroes or write song lyrics that inspire them insome way.

The project was a wonderful experience in whichthe students got to know one another in a differ­ent way and were able to have rich conversationsabout topics and people that are meaningful tothem. Nicole Masciana stated, “It was especiallynice for us, as teachers, to see a different side ofour students and break free of the traditionalclassroom setting.” Students added that…“it wasa great way for the whole team to come together”, “new and unique”, “different” and they“liked being able to see everyone else’s artwork”.

Through the HOT Approach, students were notonly able to learn about the various walls andtheir meanings, but were also challenged to usecritical thinking skills in order to achieve an artistic representation of the knowledge that wasgleamed from the lessons. The Wailing Wall is currently up on display in Lincoln’s Times Squarelobby and is a semi­finalist for this year’s MeridenExemplary Achievement Award.

The HOT Schools Summer Institute builds a community of practice that networks and devel­ops those interested in teaching and learning in,about, and through the arts using the HOT Approach, highlights the value of learning communities that include parents and local artsresource partners, fosters collaboration and provides educators skills and strategies to advance learning through differentiated instruc­tion to stimulate students’ curiosity, ignite theirsense of wonder, and steer students toward a journey of lifelong learning.

At the core of HOT Schools is a delivery systemthat provides teachers, teaching artists, administrators, parents, and arts organization educators vital professional development, resources, tools and strategies to develop,deepen and expand effective practices in arts education, arts integration, school culture change,and leadership development.

Has Common Core and SBAC got you down? If youneed to be refreshed and energized and remindedof why you teach then join us at Wesleyan University July 14–18 for the 21ST Annual HOTSchools Summer Institute because there truly isNOTHING COMMON ABOUT OUR CORE!

HOT Schools is a program of and the Summer Institute is presented by the Department of Eco­nomic and Community Development, ConnecticutOffice of the Arts in partnership with WesleyanUniversity’s Green Street Arts Center, with sup­port from the National Endowment for the Arts.

Summer Ins"tute presenters: Student Voice Collabora"ve

Constructing a Wall of Connections continued

knowledge, and the curriculum content knowl­edge in turn inspired his artistic process.

At the beginning of the TAC, Tyler was a reluctantwriter who struggled when it came to elaborationin his writing. By the end of the TAC, Tyler hadwritten an entertaining folktale with sensory detail, figurative language, and vivid active verbs,not to mention a solid expository research reportand a persuasive editorial about what humans cando to protect the pandas’ environment. For Tylerthe best part was when the class voted for his folk­tale to be performed during our sharing day forthe school and parent audience. I loved the wayhis eyes widened in happy surprise when theteacher announced the decision.

Along with our creative writing projects, theteachers and I also tapped into the Multiple Intel­ligences through other art forms to actively engage each student in our project. We performedour Earth Day poetry using musical instrumentsfor soundscapes. We choreographed an “endan­gered animals dance” with each student contributing action words and movements to represent his or her animal. With the school’s ArtsEssentialist, the students made animal sculpturesand three­dimensional habitats. Theater exerciseshelped us learn how to use body language detailsto express emotion in stories, and we brought ouroriginal folktales to life with classroom theater.

Different students shined on different days andclass members became a community as they collaborated artistically. As one student Lucianawrote in her TAC reflection, “This experiencehelped me learn a lot about my animal, but it alsotaught me a lot more. It taught us to work together. It taught me to take into considerationothers’ thoughts, and not to embarrass one another.”

The reasons for HOT Schools’ continued successare many, but here are three that stand out to meas a Teaching Artist:

Planning Time and Teamwork In­depth planning,assessment and reflection are what distinguish aHOT Schools TAC. Teachers and artists workclosely together, creating detailed lesson plansthat target specific student needs, school goals,and state standards.

Professional Development Summer Institutes,Mini­Institutes, Leadershops, and special trainingsessions for Teaching Artists continually enrichand enliven my repertoire. Each year, timely HOTSchools workshops with nationally renowned facilitators help me grow and evolve with currenteducational theory and practice.

Peer Networking Across the artistic disciplines,the Teaching Artists of HOT Schools know andcare about one another, and HOT Schools gath­erings are like our own portable faculty loungewhere we come together to share. Thanks to theHOT Schools network, I have an endless resourceof ideas, knowledge, and support that comesfrom my fellow Teaching Artists.

So what do these qualities add up to—high­quality learning experiences for our Connecticutstudents. And joy. I think that’s probably whathooks us Teaching Artists from the beginning andkeeps us going in the end: that thrill when we wit­ness the joy of creativity come alive in our stu­dents.

I remember my very first HOT Schools residency,many years ago, at a rural school in Preston, CT,working with one of the school’s third gradeclasses to build their writing and reading skillsthrough the arts. One day about halfway throughthe residency, during the transition back fromlunchtime, I saw two girls by a classroom window, looking out at one of the other classeson the playground. “Look at them,” said one ofthe girls, “they get extra recess.” The other girlsquinted her eyes, tilted her head and replied,“Yeah, but we’re luckier. We get the artist.”

We’re Luckier: A Teaching Artist’s View continued

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create innovative lessons, increase student engagement, and mirrormy iPad for demonstrations. This research was like taking a technol­ogy integration class, for free, at my own pace.

Fall 2013–Today After discovering how much I could learn with Twitter, I knew I needed to find more people to follow. I looked at the educators I was following. Who were they following and interacting with? Which hashtags (#) were they using? I discovered the hashtags that I needed to find other educators with my interests:

The key to Twitter is finding the right hashtags to use and follow.Search “educational hashtags” online to find the ones that interestyou. Then go to twitter.com/search, put them in the search box andsee what comes up! You don’t even have to join Twitter to do thissearch. Access ideas connected to your professional interests andtake ownership of your own learning. Experience differentiation asa learner.

Want to join in? Follow me at @atragg. And follow HOT Schools at@HOTSchools. Let’s have discussions, learn together and challengeour thinking.

Building a Professional Learning Network... continued

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Amy’s Twi#er feed features students’ art.

HOT Schools Summer Institute #HOTSSI2014HOT Schools #HOTSchools

educational technology #edtecharts education chat #artsedchat

arts education #artsedarts integration #artsint

Click here and follow@HOTSchools

on Twitter

Dr. William D. BreckConnec$cut Associa$on of School Superintendents; Execu$ve Coach, Connec$cut Associa$on of Schools

Deb BrzoskaArts Educa$on Consultant; HOT Schools Core Faculty; Workshop Facilitator, Kennedy Center

Linda EakinArts Educa$on Consultant; Former Teacher­Leader, Jack Jackter Intermediate, Colchester

Daniel S. HansenAssistant Superintendent for Curriculum and Instruc$on, South Windsor Public Schools

Paule!e JacksonCo­Building Leader, High School in the Community, New Haven

Leslie JohnsonConnec$cut Office of the Arts Teaching Ar$st

Cathy LechowiczDirector, Office of Community Service, Green Street Arts Center, Wesleyan University

Sara MacSorleyDirector, Green Street Arts Center,Wesleyan University

Kim Fox SantoraPrincipal, Samuel Staples Elementary, Easton

Pamela TatgeDirector, Center for the Arts,Wesleyan University

HOT SCHOOLS ADVISORY COMMITTEE

“The approach is not just a guide or manual toachieving certain test scores. It is encouragingkids to think—and to do that through a creativeprocess.” It’s clear that all faculty members sharethe same initiative: to impact the quality of student thinking by offering meaningful tasks andchallenges and providing formative, immediate,productive feedback.

A Bridge to SomewhereIn Jason Deeble’s math class, for instance, trian­gulation is understood through a hands­on engineering project wherein plastic­strawbridges, designed by collaborative pods of students, are tested for their weight­bearing capabilities. The process—and the hoots andhollers and cheers that accompany the testing—leave no doubt of student learning and engage­ment. Jason confides that, for him, behind everyHOT lesson is another powerful motivation:“Helping to create a successful American workforce” is his daily imperative.

With IDCS’s innovative methods and unique andvaried approaches to student learning, that goalseems highly attainable. Evidence of studentlearning is gathered in traditional ways at IDCS—mastery test scores, for instance, point at stu­dents’ achievements and may predict their futuresuccesses. But, in the meantime, before thosestudents graduate, one other reliably measurablequality makes IDCS outstanding. It’s a palpableessence that fills every classroom and each redbrick factory corridor. At IDCS, that signaturequality is joy.

Integrated Day Charter & The Quality of Joy continued

own goals here, that she can get ahead by doingmore than what is required of her. Back in the setproduction area, seventh grader Felipe Ramirez, a student at the school for seven years, sums upthe IDCS ideal in a simple but poignant way: “Youcan have a good day here,” he says, “without being bothered.”

Transformation as a Daily ImperativeNow at full capacity, with a plump waiting list ofhopefuls, IDCS, with school director Anna B. James at its helm, has vision and mission state­ments that inspire its faculty, students, and parents alike. The philosophy of the program “recognizes that to be actively involved and trulyengaged, a learner must have input into both thecontent of the learning as well as the process bywhich the knowledge is acquired.” Curiosity andimagination are finely polished tools at IDCS, and IDCS students are intrinsically motivated to incorporate new knowledge creatively and totackle and solve problems in agile, effective ways.

Transformation is the underlying imperative ofevery lesson, of every shared and individual expe­rience. Science teacher Julia Cronin, herself amodel of rigorous but play­filled inquiry, has a spe­cial touch with the seventh and eighth graders inher care. A chemist once employed at Pfizer, shenow squires heterogeneously grouped teams oflearners through interactive experiments and inquiry­based discoveries about plate tectonicsand seafloor spreading, gravity and friction, carbon dating and genetics. In her classes, eachstudent creates a multi­faceted lab book thatrecords data, stores facts, and honors the importance of questions that each student seeks to answer.

Special education teacher Peter Kiefer employssimilar differentiated problem­solving strategiesthat ensure student growth. “The distinguishingcharacteristic of a HOT resource room is thethoughtfulness of the instruction,” he explains.

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IDCS students prac"ce hor"culture.

AMY LEITDKE teaches people about design, communication, empathy, creativity and collaboration,skills that help propel 21ST century innovation. Amy is a faculty member in the Department of Industrial Design at Rhode Island School of Design (RISD) and is the author of RISD Design Connections: Curriculum Tools for Design Education. Amy is also a faculty member at SmART Schools,

which provide K-12 educators with professional development opportunities.

CLINT SMITH teaches English at Parkdale High School in MD. In 2013, Clint was named the Christine D. Sarbanes Teacher of the Year by the Maryland Humanities Council. He is profiled in the book American Teacher: Heroes in the Classroom as one of the top 50 educators in the nation. Clint is an Individual World Poetry Slam finalist and a member of Washington DC’s National Slam

Poetry team. He begins work on his Ph.D. in Education at Harvard University this fall.

GINA BARRECA author of It's Not That I'm Bitter: How I Learned to Stop Worrying About Visible PantyLines and Conquered the World has appeared on 20/20, CNN, the BBC, NPR and Oprah to discussgender, power, politics, and humor. Her columns from The Hartford Courant are nationally distributed.She's a Professor of English and Feminist Theory at the University of Connecticut. Gina can be found

in the Library of Congress or in the make-up aisle of Walgreens.

SUSAN ENGEL is the co-founder of an experimental school in New York State, where she oversaw allaspects of educational practice for 14 years. In 2007/8 she published a series of columns in The NewYork Times describing how teachers solve problems. She is Senior Lecturer in Psychology at WilliamsCollege. Her research has focused on the emergence of narratives, children’s autobiographical memory,

imaginative processes in childhood, and the development of curiosity.

CLICK TO REGISTER ONLINEhigherorderthinkingschools.org

The 21ST Annual Higher Order Thinking (HOT) Schools Summer Institutewill highlight the HOT Approach as a reliable keystone for employinginstructional practice that cultivates critical, creative and innovativethinkers, inspires and motivates educators, and sparks the joy in teaching and learning. Join us July 14…18, 2014 at Wesleyan University,Middletown, Connecticut. Our guest speakers will include...

...also featuring Jazz for Young People at Lincoln Center Ensemble, Ari Sussman, PattyBode, Michael Moschen, Scott Shuler, The Joe Levano Trio with Judi Silvano and more!

HIGHER ORDER THINKING SCHOOLSstrong arts arts integration democratic practice

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